Bilingualism, code-switching, & second language acquisition | Baamboozle - Baamboozle

When assessing bilingual speakers, the SLP must remember that:

Language dominance may shift over time

Code-switching must be eliminated before assessing skills

Accent differences equal a disorder

Testing should occur in English only

A bilingual child shows rapid improvement after mediated learning experiences. This pattern suggests:

Typically developing bilingual learning

Intellectual disability

Aphasia

Language disorder

When bilingual children demonstrate low vocabulary scores in English standardized testing, the BEST next step is to:

Assess vocabulary conceptually across both languages

Retest in English in 6 months

Diagnose expressive language disorder

Schools that are encouraging dual-language development

The MOST culturally valid method for assessing bilingual children is:

Nonstandardized dynamic assessment

Standardized English tests only

Using outdated bilingual norms

Testing w/ an interpreter reading test instructions verbatim

For students acquiring L2, overgeneralization errors (e.g., “goed,” “eated”) reflect:

Typical rule-learning in language acquisition

Apraxia

Disorder

Errors that appear consistently across both L1 and L2

Sequential bilinguals often rely on formulaic language during early L2 learning as part of:

Natural acquisition processes

Delayed cognitive development

Pragmatic breakdown

Intervention

A child who uses simple English sentences fluently but struggles with academic tasks demonstrates:

Strong BICS but underdeveloped CALP

Pragmatic language disorder

Phonological impairment

Consistent grammatical errors from L1 influence

Academic language proficiency (CALP) typically requires:

5-7 years

10-12 years

1-2 years

8-10 years

Conversational proficiency (BICS) usually develops within:

1–2 years

12–15 years

8–10 years

5–7 years

Which is a typical reason for bilingual code-switching?

Social identity, topic shift, or vocabulary availability

Severe phonological disorder

Inability to produce either language

L2 development permanently stops at a particular stage

Alternation code-switching involves:

Switching between languages across utterances

Using invented words

Borrowing only nouns

A speaker alternates languages within the same sentence

A child who switches languages for humor, emphasis, or clarity demonstrates:

Communicative competence

Morphosyntactic error

A sign of incomplete learning

Typical silent period in L2 acquisition

Code-switching is BEST viewed as:

Evidence of high linguistic competence

A sign of incomplete learning

A speaker changes language across different days

An indicator of impairment

Inter-sentential code-switching occurs when:

A speaker alternates languages between sentences

A speaker translates intentionally

A speaker alternates languages within the same sentence

A speaker changes language across different days

Intra-sentential code-switching occurs when:

A speaker alternates languages within the same sentence

A speaker replaces unknown words with gestures

A speaker changes language across different days

A speaker replaces unknown words with invented words

Code-switching is MOST accurately described as:

A normal communication strategy among bilingual speakers

A sign of confusion

A speaker changes language across different days

A sign of reduced vocabulary

A child who appears “quiet” for several weeks after entering an English-speaking classroom is likely demonstrating:

Typical silent period in L2 acquisition

Expressive language disorder

A normal communication strategy among bilingual speakers

Pragmatic impairment

Sequential bilinguals MOST often show:

Influence of L1 structures on L2

No cross-linguistic effects

Faster L2 acquisition than simultaneous bilinguals

Early balanced bilingualism

A simultaneous bilingual is defined as someone who:

Acquires both languages from birth or early infancy

Speaks one language fluently and one minimally

Learns L2 only at school

Learns L2 after age 7

Which is not a typical feature of bilingual development?

Persistent deficits in syntax

Uneven proficiency across languages

Code-switching

Temporary periods of silence

Cross-linguistic transfer refers to:

The influence of one language on another

L2 only

Code-switching within a sentence

Acquiring both languages from birth or early infancy

A bilingual child’s total language knowledge is best assessed using:

Conceptual scoring across both languages

Schools encourage dual-language development

Norm-referenced English testing

L1 only

Balanced bilinguals:

Have functional proficiency allowing effective comm. in both

Acquire both languages only before age 3

Have identical proficiency across both languages

Rarely code-switch

Subtractive bilingualism is MOST likely when:

The L2 becomes dominant while L1 skills weaken

Students receive strong L1 support

Schools encourage dual-language development

Families speak two heritage languages

Additive bilingualism occurs when:

Both languages are supported and valued

The child learns two dialects of the same language

The second language replaces the first

Only the home language is used in school